Publication Details
Abstract
The current study aims to evaluate the reality of teacher preparation programs in colleges of education from the perspective of faculty members, in light of the trend of curriculum reengineering. The researcher adopted the descriptive-analytical method for this study. The research sample comprised 361 faculty members from various Iraqi universities, representing both scientific and humanities specializations. To answer the research questions, the researcher developed two instruments. The first instrument consisted of 24 items distributed across two dimensions: (1) The current status of colleges of education’s programs, (2) The obstacles that faculty members face in implementing those programs. After distributing the questionnaire in its electronic form, the data were collected and analyzed statistically using SPSS. The researcher employed suitable statistical methods such as arithmetic mean, standard deviation, t-test, Pearson’s correlation coefficient, and percentages. The study’s conclusions were as follows: (1) The reality of teacher preparation programs in Iraqi colleges of education, from the viewpoint of the sample, is not at the required level, and there is insufficient satisfaction with the current programs, (2) The obstacles faced by faculty members in implementing these teacher preparation programs are numerous and significant across various domains, (3) Institutions responsible for these programs need to adopt a renewal philosophy that embraces modernity and aligns with contemporary global trends, (4) It is necessary to reconsider the components of teacher preparation programs in Iraqi colleges of education: allocate 55% of credit hours to specialization courses, 40% to pedagogical courses, and 5% to cultural courses, (5) There must be active involvement of curriculum and teaching methods experts in updating and preparing program courses and activities to achieve the best possible outcomes and ensure that development efforts are truly beneficial.